As a part of my research explorations, I stumbled across a relatively new book published in 2016 about the problems with using value-added measures in teacher evaluations. This book entitled Building a Better Teacher: Understanding Value-Added Models in the Law of Teacher Evaluation is a short and concise read that any administrator who currently encounters the use of value-added data in teacher evaluations should read.
Paige’s argument is rather straightforward. Value-added models have statistical flaws and are highly problematic, and should not be used to make high-stakes decisions about educators. Scholars across the board have made clear that are problems with VAMs, enough problems that they should only be used in research and to cautiously draw conclusions about teaching.